1. Workshop to Raise Awareness of PREVENT

2. Introduction – Session Aims Understand PREVENT’s aims Think about who may be vulnerable to the influence of extremism See why some people are able to influence and manipulate others to commit crimes Recognise when a vulnerable individual may be in need of help and what you need to do Be clear on what help and support is available in Birmingham

3. Counter Terrorism and Security Act 2015

4. Radicalisation? Extremism? Terrorism? Radicalisation (Prevent Strategy) “the process by which a person comes to support terrorism and forms of extremism leading to terrorism.” Extremism (Prevent Strategy) “Vocal or active opposition to fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faith and beliefs.” Terrorism (Terrorism Act 2000) Violence/property damage/endanger life/disrupt electronic systems Designed to influence government or intimidate the public Purpose to advance a political, religious, racial or ideological cause rms of extremism leading to terrorism.”

5. The Queen’s Speech 2016 Counter-Extremism and Safeguarding Bill “Legislation will be introduced to prevent radicalisation, tackle extremism in all its forms, and promote community integration” The purpose of the Bill is to provide stronger powers to disrupt extremists and protect the public against the most dangerous extremists. The main elements relating to schools are: The introduction of a new civil order regime to restrict extremist activity, following consultation Safeguarding children from extremist adults, by taking powers to intervene in intensive unregulated education settings which teach hate and drive communities apart and through stronger powers for the Disclosure and Barring Service. Powers to enable government to intervene where councils fail to tackle extremism The Government will consider the need for further legislative measures following Louise Casey’s review into integration in those communities more separated from the mainstream.

6. DfE advice on the Prevent duty What the duty means Conducting risk assessments Working in partnership Staff training IT policies Building children’s resilience What to do if you have a concern

7. Schools should be safe spaces in which children and young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas. The Prevent duty is not intended to limit discussion of these issues. Schools should, however, be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues. These duties are imposed on maintained schools by sections 406 and 407 of the Education Act 1996. Similar duties are placed on the proprietors of independent schools, including academies (but not 16-19 academies) by the Independent School Standards. Section 64

8. The common inspection framework: education, skills and early years September 2015 Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values (133) Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England (134) Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain (135) Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. The effectiveness of leaders’ and governors’ work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism and what the staff do when they suspect that pupils are vulnerable to these issues (138) Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

9. Inspecting safeguarding in early years, education and skills settings September 2015 There is evidence, where applicable, that staff have an understanding of when to make referrals when there are issues concerning sexual exploitation, radicalisation and/or extremism or that they have sought additional advice and support. Any risks associated with children and learners offending, misusing drugs or alcohol, self-harming, going missing, being vulnerable to radicalisation or being sexually exploited are known by the adults who care for them and shared with the local authority children’s social care service or other relevant agency. there is a clear approach to implementing the Prevent duty and keeping children and learners safe from the dangers of radicalisation and extremism children and learners are able to understand, respond to and calculate risk effectively, for example risks associated with child sexual exploitation, domestic violence, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism, and are aware of the support available to them

11. Terrorism Recruitment Radicalisation Fund Raising Planning 7/7 Bombs IRA Explosions Al Qaeda 9/11 ISIS/ISIL/IS/Da esh Syria, Paris Extreme Right Wing

12. ‘Safeguarding vulnerable people from radicalisation is no different from safeguarding them from other forms of harm’ The Prevent Strategy

13. NOTICE – CHECK - SHARE NOTICE – Issues – Initial concerns were gathered CHECK – With colleagues – Pastoral Support – Safeguarding Lead (DSL) SHARE – Proportionate response – Multi-Agency Safeguarding Hub (MASH)

14. WhoNOTICECHECKSHARE TeacherStudentHead TeacherPupil Police Liaison Head TeacherTeacherPupilParents Social Care ParentsTeacherTeacher conversation with pupil Parents Police LiaisonHead TeacherParentsPolice (internet) Callum

15. English Defence League British Values? THE ENGLISH Defence League is attempting to subvert children’s education The far-right organisation has drawn up a letter for members to send to their child’s headteacher demanding the pupil not be taught “anything about Islam”. The rambling 700-word letter claims Islam does not promote understanding, tolerance and morality and promotes spousal abuse and violence. Our response Curriculum Statement Model Letters UNICEF Rights Respecting School Award Equalities Toolkit

16. Reasons ―Father ‘left’; relationship with mother Vulnerabilities Family Upheaval Boy Case study 2

17. Reasons ―Father ‘left’; relationship with mother ―Blames mother for family problem ―Growth spurt – bigger than peers ―Bullying others; ‘blags’ counsellors ―Instances of truancy mentioned ―Unhappy after trip abroad ―Feels let down by father in Pakistan ―Raza – who wins support with drug use ―Feels special when attending instruction ―Has seen ‘nasty videos’ ―Raza is ‘scary’; easier to keep the peace ―Feels he ‘owes’ Raza ―Not at home; school work is failing Vulnerabilities Family Upheaval Anger Physical Change A Inappropriate Leader Truancy Religious Seeking Loss Peer Pressure Self Esteem Propaganda Fear Sense of debt/guilt Socially excluded Sammi

19. Reasons ―‘Radical’ views on women’s role & homosexuality Vulnerabilities Views expressed in Essay Girl Case study 1

20. Reasons ―‘Radical’ views on women’s role & homosexuality ―Small friendship group ―Whether to do ‘normal’ teenage things or what she felt was a right moral code. ―Adolescent years ―Not open to sharing ―Off school with stress last year ―Seeking religious instruction ―Relationship with parents/significant others Vulnerabilities Views expressed in Essay Isolated within school Struggling with identity Age Quiet & withdrawn Not coping with life Access to on-line messages Lacks appropriate guidance Girl Case study 1

21. The Risk of Radicalisation What is often missing for the vulnerable individual who is feeling lost or frustrated is a support network to address those feelings – this is where the radicaliser can see an opportunity It is important to recognise that: Vulnerability doesn’t necessarily lead to terrorism Sense of injustice – isolated, rejected, not listened to… We all share such feelings We all have a role to: Recognise these issues for our clients Protect them from a ‘third party’ who has their own agenda

22. Behaviours When someone needs our help – What does it look like? What troubling behaviours would give you cause for concern – Emotionally – Verbally – Physically

23. What does vulnerable look like? Emotional Short tempered Verbal Fixated on a subject Physical New circle of friends

24. What does it look like? Emotional Short tempered Angry/bitter New-found arrogance Withdrawn Depressed Verbal Fixated on a subject Closed to new ideas Change in language Inappropriate questions ‘Scripted’ speech Physical New circle of friends Use of internet Change in routine Absent Self Harm

25. NOTICE – CHECK - SHARE What would you do? NOTICE CHECK SHARE

26. What to do Vulnerable – still needs support Do something! Proportionate response Safeguarding Issue Terrorism – small likelihood; but still a possibility

27. Referrals What happens next MASH Involvement of Counter Terrorism Unit (CTU) – Single Agency – Multi-Agency Working using fCAF – Child Protection Channel Panel

28. HealthProbation Integrated Families Support Adult Safeguarding HousingWM CTU Social Services Youth Offending Service Child Safeguarding Channel Panel

29. Birmingham - Next Steps: Advice & Support: MASH – 0121 303 1888 EHBS team – 0121 303 8117 School Safeguarding Adviser – 07912 793 668 (Jon Needham) Schools Resilience Adviser – 07956 878 288 (Razia Butt) Policy Safeguarding model policy for Schools issued by the Safeguarding Board (Nov 2015) ‘No Platform’ policy is written, and offered via the BSCB as a model policy for schools to utilise. Training WRAP3 for all staff WRAP3 for Chair of Governors & Safeguarding Lead Governor booked via Governor Support Home Office E-learning for 2016 Bespoke support for schools Managers Preventing Extremism – Applied Practice – 1 day course for leaders booked via CYPFtraining.birmingham.gov.uk

30. Conclusions Today was an introduction A small risk – but one we can’t ignore NOTICE – CHECK –SHARE Here to help The Prevent Duty – schools responsibility Topic updates

31. The strength of education is the ability to see the promise in children and adults rather than the risk. That means viewing vulnerable children, young people and adults as filled with capacity, realised or unrealised, for healthy transformation and change. Conclusions

33. WRAP 3 Optional/topical slides

34. Who am I?

35. Early Years

36. A mother has fled to Syria with her two young children to join Islamic State

37. Jo Cox What nobler vision can there be than that of a society where people can be comfortable in their difference?

38. Anyone for Cricket? Detained at Birmingham Airport Exceeded tax free allowance?

40. Unconscious bias? Implicit or unconscious bias happens by our brains making incredibly quick judgments and assessments of people and situations without us realising. Our biases are influenced by our background, cultural environment and personal experiences. We may not even be aware of these views and opinions, or be aware of their full impact and implications.

41. Prevent reporting Muslim schoolboy, 10, quizzed by police after writing ‘I live in a terrorist house’ when he meant ‘terraced’ Texas 14-year-old arrested for bringing homemade clock to school after teacher said it looked like a bomb Primary school reported a Muslim pupil, 10, to police on suspicion of terrorism after he told female Muslim pupils to wear their headscarves and complained there was no prayer room

42. This guide is for: head teachers teachers safeguarding leads The guide: includes a short summary of some of the main Islamic State of Iraq and the Levant (ISIL) propaganda claims identifies social media sites which ISIL is using advises what actions schools and teachers should take to protect pupils

43. Resources www.wewillinspire.com www.ltai.info www.familiesmatter.org.uk www.preventtragedies.co.uk www.saferinternet.org.uk www.getsafeonline.org www.digitaldisruption.co.uk www.preventforfeandtraining.org.uk/

45. SSIn

47. http://course.ncalt.com/Channel_ General_Awareness

48. Eliminate discrimination, harassment, victimisation and other conduct that is prohibited by the Equality Act 2010 Advance equality of opportunity between people who share a protected characteristic and people who do not share it Foster good relations across all protected characteristics between people who share a protected characteristic and people who do not share it Equality Duty

49. ‘Safeguarding vulnerable people from radicalisation is no different from safeguarding them from other forms of harm’ The Prevent Strategy